HFE42A KP Page 13 faith and trust and acceptance of their credibility. In addition to that, the other thing that keeps appearing is the desire of the faculty to have some sort of influence on the selection of the administrators in the college. No one had suggested yet at least that the faculty have a vote on who they want as president, not on that sort of a basis, but they want input into the establishment of the criteria, they want input into the opportunity to interview people, flBiMrMtte" (SIDE 2 TAPE 1 BEGINS) Theyexpanded during the late 1950s and all through the 1960s, there was a great need for faculty members and community colleges begged, borrowed, or stole them wherever they could. They got some from high schools, they got some direct from business, they got some from toher colleges and universities, there was a lot of movement from community college to community college. Then we hit a period of reduced resources and a reduction of the rapidity of growth and faculties had become somewhat static. Some colleges have not changed or added any new faculty members in some departments for several years in a row for example. This presents a very specific problem, the desire of any administration or anyone concerned about the improvement of the college to maintain the kind of enthusiasm and also real professional improvement that is desirable in an institution. So faculty development becomes a most important activity because it is the only way in which the college can really keep alive have any zing and zip in it. Florida is fortunate in this regard because in 1968 we began what was called the Faculty and Program Development program and this involved an extra alloca- tion of funds to each individual college which they could spend under certain developed criteria for faculty and program development.